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This brief discusses growing cells in a microgravity environment for grades 9-12. Students are provided with plans for building a classroom bioreactor that can then be used with the included activity on seed growth in a microgravity environment. Additional experimental ideas are also suggested along with a history and background on microgravity growth environments. (MVL)

This document, which is one in a series of curriculum materials that has been developed for use in Ohio agricultural education programs, contains 338 black-and-white photographs of a set of color slides and an accompanying script that, together, are intended as an aid in the study and identification of 150 different commercially important herbaceous ornamentals. Most of the plants presented are perennials. The photographs and accompanying script are intended to use with students who are preparing for jobs involving selling and/or growing and maintaining herbaceous ornamentals. The slides and script are intended to prepare students to identify the plants, help customers select plants for specific situations, and provide customers with cultural tips. In general, two slides are used to illustrate each plant. One slide shows the plant's habitat, and the other is a close-up of its flower or foliage. Plants are groups by start of the flowers' blooming season and treated alphabetically within each group by scientific name. The following information is included for each plant: scientific name (genus and species); family name; phonetic spelling of the scientific name; habitat; common name; and description. Also included are suggestions for using the slides with students and five additional activities related to identification of the ornamental plants presented. (MN)

This student manual is presented in its first revision, providing a current, basic text for those preparing for greenhouse and floriculture work. Its fourteen chapters are: Overview of the Greenhouse Industry; Greenhouse Structures; Controlling the Greenhouse Environment; Greenhouse Equipment and Lighting; Greenhouse Irrigation Systems; Root Media and Containers; Nutrition; Integrated Pest Management; Plant Height Control by DIF; Bedding Plant Production (including Geraniums); Flowering Potted Plant Production--Poinsettias, Chrysanthemums, and Easter Lilies; Minor Potted Crops; Cut Flower Production; and Greenhouse Perennial Production. Listed at the beginning of each chapter are competencies that can be achieved as the result of studying information in that chapter. Related math and science concepts are also included at the beginning of each chapter. The list of "terms to know" provides familiarity with the industry terms used in that chapter and improves communication. At the end of each chapter, students can take a self-check on the information they have learned by using review questions. Page references are included for the information needed. Appendixes include 18 references, a glossary of terms, and an index. (YLB)

This document contains materials about and from a workshop that was conducted to help Ohio horticulture teachers learn to document student competence through effective performance assessments. The document begins with background information about the workshop and a list of workshop objectives. Presented next is a key to the 40 performance assessments that are included. A blank performance assessment form is provided for use in developing assessments for competencies not included in the document. A performance critique is provided to assist teachers in evaluating existing and newly developed performance assessments. The remainder of the document consists of the 40 performance assessments, which were developed by Ohio horticulture teachers and which contain the following components: Ohio Competency Analysis Profiles (OCAP) program name; unit number and title; competencies addressed by the performance assessment; terminal performance objective (outcome); competency builders/pupil performance objectives (criteria); list of applied academics competencies; list of equipment, supplies, and other resources to be provided; and list of preparations before the assessment starts. The following are among the agriscience and horticulture topics for which performance assessments are included: marketing and sales; floral design; greenhouse plant production; turf and landscape operations; nursery and garden operations; and soils. (MN)

This document of skill standards for the landscape technician cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 19 occupational skill standards describe what people should know and be able to do in an occupational setting. Each skill standard contains at least these three areas: performance area (summary of work to be performed); skill standard with conditions of performance, work to be performed, and performance criteria; and performance elements and assessment criteria. These sections may also be included: performance area and assessment and credentialing approach. Introductory materials include the developmental process; assumptions for landscape technician cluster standards; table of contents; and performance skill levels. Standards include: market and promote landscape services and products; answer customer questions; plan, design, and price a landscape; install and maintain plants in the landscape; prune plants; and control weeds, pests, insects, diseases, moss, and plant disorders. Appendixes include a glossary; lists of committee and council members; and workplace skills. (YLB)

These skill standards, developed through a consortium of educational and industry partners in Illinois, serve as guides to workforce preparation program providers to define content for their programs and to employers to establish the skills and standards necessary for job acquisition and performance. The skill standards include the following components for each skill defined: performance area; performance skill; skill standard; and performance elements and assessment criteria. This publication contains skill standards for retail garden center occupations defined on eight levels (parking lot attendant; delivery person; stock person; salesperson; hard goods and gifts manager; indoor plant manager; outdoor plant manager; and garden center manager) by increasing level of difficulty. Thirty skill standards are included in the areas of payment points; customer service; merchandising; maintaining tools and equipment; clean-up; displaying merchandising; soils; waste disposal; plant delivery; loss control; weed and insect control; emergency procedures; financial analysis; stocking and pricing merchandise; maintaining facilities; plant care; plant arrangements; landscape design; wreaths and Christmas trees; signs; aquatic plants and animals; accident and insurance reports and claims; and consumer complaints. The following items are appended: glossary; lists of Illinois Occupational Skill Standards and Credentialing Council, Agriculture and Natural Resources Subcouncil, and Retail Garden Center Standards Development Committee members; Agriculture and Natural Resources Subcouncil Retail Garden Center Cluster Recognition Proposal; and a list of workplace skills. (KC)

Plant tissue culture has developed into a valid botanical discipline and is considered a key area of biotechnology, but it has not been a key component of the science curriculum because of the expensive and technical nature of research in this area. This manual presents a number of activities that are relatively easy to prepare and perform. The activities also provide a problem-solving approach to learning as a means of conveying basic content and science process skills. Units include: (1) The Process of Science; (2) Aseptic Technique; (3) Culture Methods; (4) Regeneration; (5) Preparation of Tissue Culture Media; and (6) Cell Culture Applications. Appendices include instructor's notes, a supplies directory, case study discussions, statistical tables, and student investigations. (WRM)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for horticulture I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. Units in course I are as follows: horticulture careers and orientation, leadership development, plant structure and growth, plant classification and identification (taxonomy), plant growth media and nutrition, horticulture structures, basic plant propagation, horticulture chemical and pest management, basic principles of floristry, greenhouse crops, olericulture production, and interior plantscaping. Units in course II include the following: horticulture careers, nursery and landscape plant identification, advanced plant propagation, horticulture marketing and business procedures, container and field crop production, floriculture crop production, landscape design, landscape installation and construction, landscape maintenance, turfgrass installation and maintenance, pomology production, and advanced floral design. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (YLB)

Growing Ideas, the National Gardening Association's series for elementary, middle, and junior high school educators, helps teachers engage students in using plants and gardens as contexts for developing a deeper, richer understanding of the world around them. This volume's focus is on hydroponics. It presents basic hydroponics information along with suggestions for helping students discover concepts on their own, and includes numerous examples from actual classrooms where teachers explore this growing technique with their students. Also included are suggestions for supporting students' varied learning styles in both cooperative and individual activities. Chapter titles are: "The What and Why of Hydroponics"; "Meeting Plant Needs"; "Choosing and Nurturing Plants"; "Exploring Hydroponics in Your Classroom"; "Choosing Systems"; "Simply Super School-Made Soilless Systems"; "Resources and Suppliers"; and "Appendix: Homemade Nutrient Mix." (MKR)

The "Kids for Trees" program described in this guidebook is a hands-on natural resource management experience where students raise trees from seedlings to harvest and manage other natural resources in a sustainable manner. Sections of the book include key concepts, getting started, needs of different kinds of trees, learning about potential growing sites, caring for the tree, raising willows, maximizing the educational value, and keeping the program going. Appendices contain a discussion of record keeping and a list of resources. (MKR)

This manual is intended primarily to train seed collectors, seed-plant managers, seed analysts, and nursery managers, but can serve as a resource for any training course in forest regeneration. It includes both temperate and tropical tree species of all intended uses and covers the following topics: seed biology, seed collection, seed handling, seed-quality evaluation, seed protection, seed basics for nurseries, seed programs, and practical exercises. Contains 91 references. (Author/JRH)

The National Council of Teachers of Mathematics' (NCTM) "Curriculum and Evaluation Standards" recommends that mathematical connections be made between mathematics and other disciplines. This book presents 35 activities for middle school students that integrate the teaching of mathematical concepts with environmental concepts. An introduction discusses the need for mathematical connections and provides the rationale for utilizing environmental studies as a context from which to learn mathematics. Each activity provides a reference for its source, the NCTM standards for middle school mathematics addressed by the activity, student objectives, background information, materials needed, procedures, methods for closure, and evaluation suggestions. The activities are grouped according to the following environmental concepts: (1) energy and natural resources; (2) plants and animals; (3) population description and growth; (4) solid waste disposal; (5) transportation; (6) water resources; and (7) weather and air. An index classifies the activities according to the NCTM Standards for grades 5-8. The eight curriculum standards addressed are: computation and estimation; patterns and function; algebra; statistics; probability; geometry; measurement; and number and number relationships. General standards addressed by the activities are problem solving, mathematical connections, reasoning, and mathematical communication. A summary discusses how the activities were chosen and encourages teachers to let students expand the context of the activities themselves by making the activities more relevant to local issues. (MDH)

This curriculum guide, the second in a set of six, contains teacher and student materials for a unit on the electromagnetic spectrum prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 15 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: ornamental plant and crop production; growing plants under supplemental or artificial lights; design of greenhouse facilities; and evaluating plant growth. (KC)

This learning packet, one in a series of eight, was developed by the Carolina Beach State Park in North Carolina for the middle grades to teach about carnivorous plants. Loose-leaf pages are presented in 10 sections that contain: (1) introductions to the North Carolina State Park System, the Carolina Beach State Park, the park's activity packet, and how plants eat; (2) a summary of the activities that includes major concepts and objectives covered; (3) four pre-visit activities on carnivorous plants; (4) three on-site activities on the habitat needs of the Venus Flytrap and assessment activities about carnivorous plants; (5) eight post-visit activities on preserving natural areas, designing a model carnivorous plant, and carnivorous plants supplementary diets; (6) a list of 35 related vocabulary words; (7) four appendices containing fact sheets on carnivorous plants, information on caring about endangered species, resources for land use, and a nutrient chart; (8) necessary park and parental permission forms for the visit; and (9) blank pages for taking notes. Contains 16 references and includes a separate educator's guide. (MDH)

This document, which is intended for Ohio agriculture teachers, contains lesson plans for an eight-unit competency-based course in agriscience. Each lesson plan contains some or all of the following items: (1) unit title; (2) competency/terminal performance objective; (3) competency builders/pupil performance objectives; (4) list of applied academics competencies covered in the lesson; (5) list of necessary equipment, supplies, references, and other resources; (6) intended student audience; recommended teaching procedures (interest approach/teaching methods) cross-referenced to specific directions for teachers; (7) one or more problem-based learning activities along with worksheets, handouts, and other materials required for lessons; (8) guidelines for helping students apply concepts, principles, and skills; (9) suggestions for evaluating student learning; and (10) data record and observation sheet. The unit topics and selected lesson topics are as follows: (1) agricultural safety (maintain a safe work environment, apply safe work habits); (2) research technology (use scientific method to solve problems; use the English and metric systems to measure objects); (3) environmental science (manage soil, investigate factors affecting nitrates in groundwater); (4) business technology (maintain business records, examine the role of marketing); (5) plant science (explain plant chemical processes); (6) animal science (determine animals' nutritional requirements); (7) mechanical power; and (8) personal development. (MN)

This collection of interdisciplinary hands-on activities covers a variety of topics related to trees and conservation. Twenty-four activities integrate the subjects of social studies, fine arts, science, language arts, math, geography, and music. Although activity instructions are not consistent they usually contain details on objectives and procedure. Some activities are accompanied by student worksheets. Three lesson plans focus on the biology of trees and contain sections on objectives, materials, activities and alternate activities, and discussion questions. Other activities involve students in examining environmental issues, and experimenting with seeds and plant growth. The collection contains nine poems and a song. A bibliography with 11 entries provides sources from which activities were compiled. (LZ)

This list consists of essential competencies from the following specialized Ohio Competency Analysis Profiles: Floriculutre and Greenhouse Worker; Nursery and Garden Center Worker; and Turf and Landscape Worker. Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for horticulture occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the 10 units are as follows: general safety precautions; marketing and sales; merchandise handling; business management; facility maintenance; equipment maintenance; equipment operation; employability skills; floriculture and greenhouse management; and turf, landscape, and nursery operations. (YLB)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for floriculture and greenhouse occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the eight units are as follows: general safety precautions; equipment maintenance; marketing and sales; merchandise handling; business management; floral design; greenhouse plant production; and employability skills. (YLB)

This student manual provides a basic text for those preparing for greenhouse and floriculture work. At the beginning of each chapter, competencies are listed, along with related math and science concepts, and a list of "terms to know"; figures, tables, and photographs may be included. At the end of each chapter, a self-check can be made of the information learned by using the review questions. There are 13 chapters in this manual: (1) overview of the greenhouse industry; (2) greenhouse structures; (3) controlling the greenhouse environment; (4) greenhouse equipment and lighting; (5) greenhouse irrigation systems; (6) root media and containers; (7) nutrition; (8) integrated pest management; (9) plant height control by day-night temperature regulation; (10) bedding plant production (including geraniums); (11) flowering potted plant production; (12) minor potted crops; and (13) cut flower production. Sixteen references and a glossary are included. (NLA)

This lesson plan is intended for use in conducting classes on the effect of pH on plant growth. Presented first are an attention step/problem statement and a series of questions and answers designed to convey general information about soil pH and its effect on plants. The following topics are among those discussed: acidity and alkalinity; the meaning of the numbers on the pH scale, the major components of soils, factors affecting soil pH, the effect of geographic area on pH, the effect of pH on plant growth, sources of plant nutrients, the relationship between soil pH and nutrient availability, the relationship between pH level and bacteria in soil, and methods of increasing and decreasing soil pH. Also provided are the following: a glossary of pertinent scientific terms, 4 worksheets, answers to the worksheets, 2 quizzes, answers to the quizzes, 12 overhead transparency masters, and a lesson plan for teaching students to test the pH of soils. Included in the lesson plan are an objective, list of equipment needed, detailed steps for completing the activity, and student activity record sheet. (MN)

This lesson plan is intended for use in conducting classes on plant tissues. Presented first are an attention step and a series of questions and answers designed to convey general information about plant tissues and the effect of water and minerals on them. The following topics are among those discussed: reasons why water is important to plants, the importance of proper and thorough watering to plant growth, conductive tissue in plants, plant components involved in transporting nutrients (minerals) and water, systemic pesticides, osmosis, active transport of plant nutrients, and transpiration. Also provided are the following: a glossary of pertinent scientific terms, four worksheets, answers to the worksheets, a quiz and quiz answers, five overhead transparency masters, and a lesson plan for helping students understand the function of xylem tissue in celery and flowers. Included in the lesson plan are an objective, list of equipment needed, and detailed steps for completing the activity. (MN)

This lesson plan is intended for use in conducting classes on plant identification. Presented first are a series of questions and answers designed to convey general information about the scientific classification of plants. The following topics are among those discussed: main types of plants; categories of vascular plants; gymnosperms and angiosperms; dicots; monocots; plant families; and classification of plants by their parts (leaves, stems, flowers, seeds, and roots), life cycle, and/or hardiness. Also provided are the following: a glossary of pertinent scientific terms, four worksheets, answers to the worksheets, a quiz and quiz answers, six overhead transparency masters, and a lesson plan for teaching students to identify 10 plants. Included in the lesson plan are an objective, list of equipment needed, detailed steps for completing the activity, and student activity record sheet. (MN)

This lesson plan is intended for use in conducting classes on photosynthesis. Presented first are an attention step/problem statement and a series of questions and answers designed to convey general information about photosynthesis. The following topics are among those discussed: the photosynthesis process and its importance, the organisms that can conduct photosynthesis, items needed for photosynthesis and factors that affect photosynthesis rate, the way plants receive nutrients, the importance of the plant leaf during photosynthesis, plant leaf components and their function, factors conducive to photosynthesis, the chemical formula for photosynthesis, and the steps of energy production during photosynthesis. Also provided are the following: a glossary of pertinent scientific terms, 4 worksheets, answers to the worksheets, 2 quizzes, answers to the quizzes, 12 overhead transparency masters, and a lesson plan for teaching students to compare plants growing at different levels of light. Included in the lesson plan are an objective, list of equipment needed, detailed steps for completing the activity, and student activity record sheet. (MN)

These lesson plans are intended for use in conducting classes on sexual plant reproduction. Presented first are an attention step/problem statement and a series of questions and answers designed to convey general information about sexual plant reproduction/propagation. The following topics are among those discussed: sexual and asexual plant propagation, seeds and seed parts, types of seeds, monocot and dicot seeds, germination, stages of germination, seedling parts, environmental conditions needed for germination, plant media, germination rate, planting depth, and the relationship between soil temperature and planting depth. Also provided are the following: a glossary of pertinent scientific terms, 3 worksheets, answers to the worksheets, a quiz and quiz answers, 14 overhead transparency masters, and lesson plans for teaching students to test seed for germination percentage and sow seeds. Each lesson plan includes an objective, list of equipment needed, student activity record sheet, and detailed steps for completing the activity. (MN)

These lesson plans are intended for use in conducting classes on asexual plant reproduction. Presented first are an attention step/problem statement and a series of questions and answers designed to convey general information about asexual plant reproduction/propagation. The following topics are among those discussed: plant reproduction methods, advantages of asexual reproduction, seven types of asexual reproduction, environmental factors needed for taking cuttings, favorable conditions for taking cuttings, processes occurring when a stem cutting is made, and steps in taking successful cuttings. Also provided are the following: a glossary of pertinent scientific terms, four worksheets, answers to the worksheets, two quizzes, answers to the quizzes, eight overhead transparency masters, and lesson plans for conducting learning activities on making a propagation pot, propagating plants by stem cuttings, and checking and caring for cuttings. Each lesson plan includes some or all of the following: objective, list of equipment needed, student activity record sheet, and detailed steps for completing the activity. (MN)

This manual is designed to help agricultural education students to determine and provide the proper kinds and amounts of nutrients for the field crops they produce. The manual provides many learning situations regarding field crops--for example, determining nutrient needs, diagnosing nutrient shortages, and selecting and applying fertilizer and lime. The manual contains seven chapters that cover the following topics: crop nutrient requirements; soil chemistry and plant nutrient absorption; determining nutrient needs of crops; nutrient sources; fertilizer selection; fertilizer application; and lime selection and application. Each chapter includes objectives, practical applications, student exercises, science and mathematics concepts, and key terms, as well as information sheets illustrated with line drawings. A bibliography lists 12 suggested readings and 6 slide sets covering course content. (KC)

This outline is intended for use in a unit of 10-12 lectures on plant growth and development at the introductory undergraduate level as part of a course on organismal biology. The series of lecture outlines is structured around the life cycle of rapid-cycling Brassica rapa (RCBr). The unit begins with three introductory lectures on general plant biology entitled: (1) "What It Means to Be a Plant"; (2) "The Plant Life Cycle"; and (3) "Seeds and Seed Dormancy." Students plant RCBr seeds at the beginning of lecture 4 and observe their plants at each successive class period, as the lecturer discusses aspects of plant development in the context of the RCBr life cycle. The remaining lecture titles are: (4) "Seed Germination"; (5) "Utilization of Food Sources"; (6) "Environmental Effects on Plant Growth and Development"; (7) "Hormonal Integration of Plant Growth and Development"; (8) "Hormonal Mediation of External Signals: A Case Study"; (9) "Flowering and Alternation of Generations"; and (10) "Photoperiodism and Flowering." Lectures 7 and 10 can be split to create 12 lectures. Figures referenced throughout the document are found in Appendix A. Appendix B includes a question set to assist students in their study and understanding of the unit. Appendices C and D are intended to provide students with some perspective in their approach to the unit. A bibliography includes 9 references. (MDH)

This activity guide provides children in grades kindergarten through six with hands-on learning experiences while they nurture an acorn into a young oak tree. Each of 10 activities and numerous extensions help students gain awareness, understanding, and appreciation of the important role oaks play in the natural and cultural history associated with the California landscape. The activities build on themes, concepts, and learning processes outlined in school district and state-adopted curriculum frameworks. Curriculum connections are made with science, social studies, language arts, mathematics, and the arts. In addition, the skills of learning, such as being able to make observations, comparisons, and inferences, and to organize, relate, apply, and communicate information are built into each activity. The guide contains an introduction with suggestions for implementing the project, a checklist of materials needed, and recommended assessment method. Each of 10 activities contains objectives, methods, curriculum materials, background information, activity procedures, follow-up activities, evaluation methods, references, and worksheets. Three appendices contain suggestions for: (1) encouraging student observation and information gathering; (2) planning a tree-planting ceremony; and (3) agency, organization, and additional materials resources (25 entries). (LZ)

This set of 16 laboratory activities is designed to illustrate the life cycle of Brassicae plants from seeds in pots to pods in 40 days. At certain points along the production cycle of the central core of labs, there are related lateral labs to provide additional learning opportunities employing this family of plants, referred to as "fast plants," at each particular stage of life. A flowchart of the activities provides the teacher with the sequence through which the students examine: the seed; planting; germination; plant thinning; photosynthesis; nutrients and the seed micro-development; vegetative development; the effects of gibberellic acid, light, and gravity on growth; floral development; pollination and bud removal; and seed and pod development. Student worksheets and corresponding teacher's guides are provided for each laboratory experiment. A glossary of 194 terms used during the experiments is provided. (MDH)

This handbook on identifying and selecting landscape plants can be used as a reference in landscaping courses or on an individual basis. The first of two sections, Identifying Plants for the Landscape, contains the following tables: shade tree identification; flowering tree identification; evergreen tree identification; flowering shrub identification; evergreen shrub identification; ground cover and vine identification; perennial identification; and turfgrass identification. For plants listed in these tables, the following information is provided: common name, botanical name, form, branching habit, growth habit, stem, buds, leaf arrangement, venation, type of leaf, leaf shape, margin shape, tip shape, base shape, leaf color, bark characteristics, leaf surface, and unique characteristics. The second section, Selecting Plants for the Landscape, contains the following tables: shade tree selection; flowering tree selection; evergreen tree selection; flowering shrub selection; evergreen shrub selection; ground cover and vine selection; perennial selection; and turfgrass selection. For plants in these tables, some or all of the following information is given: common name, botanical name, height, width, form, growth rate, hardiness zone, use in landscape, texture, leaf color, flowering color, length of bloom, fruiting time/type, fertilizer requirements, soil conditions, water requirements, light requirements, temperature requirements, transplantability, disease problems, insect problems, pruning method/time, special considerations, life span, and unique characteristics. A list of 23 references is included. (NLA)

This curriculum guide is designed to help horticulture teachers in North Carolina high schools plan and deliver instruction. The guide contains a list of the 39 competencies included in Horticulture I and the 44 competencies included in Horticulture II. It also contains five units of instruction for Horticulture I and eight units for Horticulture II. For each unit of instruction, the following are identified: course name and number, teaching unit title, approximate teaching time, competency statement, and instructional objectives. This page is followed by a content outline, teaching activities, and resources. A reference list keyed to the resources section includes titles and/or vendor names for textbooks, slide sets, filmstrips, videotapes, periodicals, and computer programs. (KC)

This guide contains 45 program standards for the environmental horticulture program conducted in technical institutes in Georgia. The standards are divided into 12 categories: foundations (philosophy, purpose, goals, program objectives, availability, evaluation); admissions (admission requirements, provisional admission requirements, recruitment, evaluation and planning); program structure (curriculum design, program numbering system, program consistency, exit points, credentials, course code, course consistency, course sequence, electives, course transferability); program evaluation and planning (program evaluation; program planning; enrollment, graduation, and placement levels; attrition levels; student performance); instructional program (course content; course objectives; course instruction; occupation-based instruction; evaluation of students; grading system; laboratory management; equipment, supplies, and materials; physical facility); academic skills (academic requirements); employability skills (job acquisition, job retention and advancement); staff (faculty qualifications and responsibilities); advisory committee (function, membership, meetings); special needs (commitment); equity (commitment); and health and safety (commitment). Each standard consists of these components: standard statement, explanatory comment, and evaluative criteria. (KC)

This program guide contains the standard environmental horticulture curriculum for technical institutes in Georgia. The curriculum encompasses the minimum competencies required for entry-level workers in the environmental horticulture field. The general information section contains the following: purpose and objectives; program description, including admissions, typical job titles, and accreditation and certification; and curriculum model, including standard curriculum sequence and lists of courses. The next three sections contain the courses: general core courses (English, mathematics, interpersonal relations and professional development); fundamental technical courses (horticulture sciences, woody ornamental plant identification, herbaceous plant identification, greenhouse management I, horticulture construction, nursery production, landscape design, landscape installation, pest control); and specific technical courses (greenhouse management II, landscape management, garden center management, environmental horticulture internship). Each course consists of the following: a course overview (description, competency areas, prerequisites, credit hours, contact hours); course outline with student objectives and class and lab hours; and resource list. An appendix to the guide lists equipment needed for the program. (KC)

This packet contains six science learning activities that can be used in agricultural education courses. The activities cover these topics: (1) determining the effects of soil drainage on plant growth and development; (2) determining the effect of soil compaction on plant growth and development; (3) inoculating legume seeds to promote nodule formation; (4) propagating plants; (5) determining the effects of rhizobium japonicum and nitrogen fertilizer on nodulation and plant growth; and (6) determining effects of frost/hail damage on plant growth. The lesson plans for the activities consist of the following elements: agricultural subjects and science principles included in the lesson, agricultural applications, student objectives, activity length, group size, vocabulary, materials required, instructional strategies and procedures (overview and results), key questions, and evaluation. One to three references are given for each activity, and each includes a data record and observation sheet. (KC)

This packet contains four science learning activities on the subject of animal science that can be used in agricultural education courses. The activities cover these topics: (1) identifying internal parasites in domestic livestock; (2) the effect of feed preparation on feed palatability and consumption; (3) determining the absorption abilities of agricultural bedding materials; and (4) comparing and contrasting plant and animal cells. The lesson plans for the activities consist of the following elements: agricultural subjects and science principles included in the lesson, agricultural applications, student objectives, activity length, intended group size, vocabulary terms, materials required, instructional strategies and procedures (overview and results), key questions, and evaluation. One to three references are given for each activity, and a data record and observation sheet are included. (KC)

Describes an investigation on plant nutrition that was developed in the form of a guided inquiry learning cycle and can be implemented in a wide range of grade levels from middle school through college. Investigates the needs of plants to live. (Contains 17 references.) (YDS)

Describes the Global Learning and Observations to Benefit the Environment (GLOBE) program, which is designed to use satellite data for activities. (KHR)

Introduces the plant Amaryllis, which is the common name for the Hippeastrum species. Describes how to grow and bloom Amaryllis in soil using hydroponics. Introduces experiments investigating the anatomy of the bulb, growing and elongation rates, the flower, and foliage. (Contains 21 references.) (YDS)

Describes an activity demonstrating the importance of photoperiod on plant development. Uses the plant devil's backbone for the experiment and studies the details of photoperiodic requirement for plantlet formation. (Contains 12 references.) (YDS)

Presents a science activity focusing on student ideas about plants and builds a terrarium based on students' ideas about the conditions of plant growth and cycling. (YDS)

Presents the history and explains the basics of hydroponics. Discusses the two categories of hydroponic systems, water-culture systems and media-based systems. (YDS)

Discusses Knob's solution, which was considered the ideal plant growth solution in 1865, and recommends eliminating Knob's solution from active teaching. Describes solution culture basics including nutrient solutions, containers and aeration, and plants and light. (Contains 12 references.) (YDS)

Introduces a germination bag activity in which students investigate the questions: (1) Why is soil brown? and (2) How do roots know when a plant has enough water? Uses scientific journals and posters for student evaluation. (YDS)

Describes an experiment in which students design the experiment and observe different liquids' effects on germination. Presents directions for laboratory writings. (YDS)